Unit 10: conservation

Students’ answers may be

1. It is a tiger / lion / cat. .

2. I see it in the zoo/ on T.V/ in books .

3. Yes, I have. / No, I have not. I like a lion / a bear / a cock. Because it is lovely / strong / beautiful .

 

- Read in chorus, try to guess their meanings in context

- Read individually.

- Copy down.

 

 

- Work in pairs to discuss these statements

Suggested answer:

1. We should build many zoos to raise wild animals, we can keep them from extinct

-We should not because we cannot create a natural environment and animals will die. Animals do not have enough food and they may suffer from dangerous diseases.

2. I strongly agree that animals will die when living in the zoos because they are always facing with the sadness, lacking of food and water, dangerous diseases.

- I do not think that most of the zoos are always in bad conditions. In addition, I believe that wild animals will develop well in the zoos. They will get enough food, water and even medical cares.

 

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Week: 21 Period: 60 Unit 10: CONSERVATION E: LANGUAGE FOCUS I. Aims: - Ss learn how to pronounce two consonants /b/ and /p/ in words and in sentences. - Reviewing passive voice and distinction of active and passive II. Teaching aids: - Textbook, tape; real objects such as a box, a comb, a pen; handouts. III. Procedure: Teacher’s activities Students’ activities * Warm-up (5’) Jumbled words - Divide the class into groups, hang a poster 1. sapsevi 5. eciov 2. tvacei 6. elsvioecs 3. sncntaosas 7. caoitn 4. sentes 8. rmamrag A. Pronunciation (5m) * Pre-task _ show a box, a comb and a pen and ask: + What’re they? + What are consonant sounds at the beginning of “box” and “pen”?, at the end of “comb”? + No, when letter “b” is after letter “m”, it is not read _ help ss distinguish the contrast consonants /b/ and /p/ by pronouncing them clearly and slowly: + /b/: two lips are used by stopping the air with a sound in the throat. + /p/: 2 lips are used by stopping the air without any sound in the throat (can use a paper in front of the mouth). * While-task a. Listen and repeat -Ask ss to listen to tape twice and repeat : Bee cab pea cap Ban bright pan provide Bad back Paul power - call on some ss to repeat the sounds (advanced class: use minimal pairs). b. Practice these sentences - Ask Ss to work in pairs in 2’, practice these sentences. - Go around and provides help if necessary. - Call some Ss to read the sentences and remark. * post-task - Find out the words in the reading which contains the sounds /b/ and /p/(if there is enough time) B. GRAMMAR (35 minutes) - Present the form of passive and the way of changing from active to passive. Ex: They cut down the trees -> The trees are cut down by them. Ex: He borrowed my book yesterday. -> My book was borrowed by him yesterday. Ex: Mary will paint this picture. -> This picture will be paint by Mary. Ex: A black bee is picking some pollen. -> Some pollen is being picked by a black bee Ex: They were doing homework. -> Homework was being done by them. Ex: They had finished the plan before 10 p.m. -> The plan had been finished before 10 p.m. by them. Ex: He is going to buy a new house. -> A new house is going to be bought by him. * Homework(handouts) - Turn the sentences into passive: 1. Dangerous driving causes may accidents. 2. Have they told the students about the changes of their timetable yet? 3. Someone was cleaning the room when I arrived. 4. We cannot clean up our polluted rivers and seas overnight. 5. Farmers need water for their crop. - Prepare unit 11, reading Students’ answer: 1. passive 5. voice 2. active 6. voiceless 3. consonants 7. action 4. tenses 8. grammar - Students close their books and answer: + a box, a comb, a pen -Ss answer: + /b/ and /p/ + /b/ - Look at the T’s mouth and read in chorus. - Repeat in chorus twice. - Some individuals repeat the sounds. - Work in close pairs and find the words containing the sounds /b/ and /p/) - Read aloud the words - Take notes. * Form of verb in passive: Be + V(ed/ pp) * Way of changing into passive: A: S + V + O P: S + BE + V(ed/pp) + BY O I/ Passive of simple present: V: is/ am/ are + V(ed/ pp) II/ Passive of simple past: V: was/ were + V(ed/2) III/ Passive of simple future: V: WILL/ SHALL + BE + V(ed/ pp) IV/ Passive of present continuous: V: is/ am/ are + BEING + V(ed/pp) V/ Passive of past continuous: V: was/ were + BEING + V(ed/pp) VI/ Passive of present perfect: V: have/ has + BEEN + V(ed/ pp) VII/ Passive of past perfect: V: had + BEEN + V(ed/ pp) Notes: - BY her, them, someone……………Có thể bỏ. - Passive of model verbs: Can, will,………+ BE + V(3/ed) - Passive of “be going to”: Be going to + BE + V-(3/ed) - Work individually - Write the answer on the board. IV. Feedback: Date: Dec 28th, 2009 Group leader’s signature Week: 22 Period: 61 Unit 10: CONSERVATION A. READING I. Aims: - Students should be aware of the importance of environment and how to conserve it. II. Teaching aids: - Pictures, posters, III. Procedure: Teacher’s activities Students’ activities * Warm-up:(4mn) Brain Storming - Use a poster or draw on the board Environment - Ask Ss to put the suitable words into the empty boxes. - Give feedback. - Ask Ss: “Do you need to protect them? Why or why not?” - Lead to the lesson * Pre-reading:(7m) -Ask Ss to look at the picture and answer these questions: 1. Have you ever visited a zoo or a forest? 2. What animals are you interested in? 3. Do we need to protect animals and forests? * Pre-teach vocabulary: - conservation (n): protection / safeguarding / defense - destruction (n) - (to) eliminate Checking technique: R&R * While-reading:(25mn) Task 1: (8m) - Explain what to do in task 1 - Ask Ss to read the text and then do task 1 in 3’ - Go round and give help. - Call some representatives to give their choice. - Give feedback. - May ask some of excellent students: “Why are some species of plants and animals already being eliminated?” Task 2:(10m) - Ask Ss to read the statements and notice some words or phrases in these. - Ask Ss to read the text again in silence and decide whether these statements are T or F. - Go around and give help if necessary. - Give feedbacks, asking Ss to prove their answers Task 3: - Ask Ss to read the four main ideas and choose which idea is the most suitable for each paragraph. - Move around to help Ss. - Asks Ss to give their choice for main idea of each paragraph. - Give feedback * After you read: (8mn) - Ask Ss to answer the questions in the textbook in 3 minutes. - Go around to control Ss’ activities. -Give feedback. * Home work: - Summarize the passage in 50 words. - Prepare “Speaking”. - Work in pairs to find out environmental problem - Suggested answers: water pollution, forest fire………………….. -Answer: Yes, we do. Because they are very important if they disappear, we’ll disappear (die) too. - Answer the questions Yes, we have. I like a lion, a tiger….. Yes, we do. - Listen and repeat chorally and then individually. -Try to guess their meanings. - Copy down. - Work in pairs in 3 minutes, then compare with the other pairs. - Give the answer. Suggested answers: 1.c 2.a 3.d 4.b - Answer: “Because of the loss of forest” - Work individually and then compare with his/ her partners. - Come to the board to write their answer. Suggested answers: 1.F 2.T 3.T 4.T 5.F 6.F - Read the text again then discuss in groups of four - Give the topic sentence Suggested answer: - A: 3 B:1 C:2 - Give the evidence 1. Forest gives us a lot of things. Topic sentences: Many of those plants and animals can be used as medicine. 2. We cannot live without water. Topic sentences: Man and most animals need a constant supply of water to live. 3. Let’s we do something to save the earth. Topic sentence: The earth is being threatened and the future looks bad. What can each of us do? -Practice in groups of four to find out the answers - 3 Ss answer the questions, the rest listen and give remarks. Suggested answers: 1. The loss of forest is destroying the earth’s planet and animal variety. 2. Man and most animals need a constant supply of water to live. Farmers need water for their crops. 3. We should stop polluting rivers and seas and stop the disappearance of plants and animals. - Take notes. IV. Feedback: Week: 22 Period: 62 Unit 10: CONSERVATION B. SPEAKING I. Aims: - Through this unit, students learn about the functions of ecotourism and know how to protect and save wildlife by building new kind of zoos. II. Teaching aids: - Picture of animals, national parks, … III. Procedure: Teacher’s activities Students’ activities * Warm-up :(5mn)The image of a tiger - Show the picture and asks : What is it? Where do you see it? Have you ever been to THAO CAM VIEN? What animals are you interested in? Why? * Pre-speaking: (10mn) * Pre-teach-Vocabulary + sensitive (adj) Có hình ảnh đẹp + to imprison :Cầm tù + endangered (adj) : Bị tuyệt chủng + to reconstruct (v): Tái tạo, kiến thiết - Asks Ss to read chorally, then individually * Discussion - Ask Ss to work in pairs discussing about these statements: Should we build zoos to keep wild animals? Why or why not? 2.There are many animals died in the zoos because of bad living conditions. Agree or disagree? - Go around and help Ss if - Call 2 Ss to tell their answer. - Give feedback. * While-speaking:(20mn) Task1: - Hang the poster on the board, ask Ss to work in pairs Yes No 1. There are many zoos in the world nowadays. 2. The main purpose of the zoos is to conserve endangered animals and reconstructs their natural environment. 3. People keep gorillas in the zoo because they are the largest animal in the world. - Give feedback. ( Teacher may ask good Ss to explain their choice) Task 2: - Ask Ss to work in groups discussing the advantages and disadvantages of zoos of the new kind. Use the cues below: The conditions the animals are in. The money spent on reconstructions of the animals’ natural environment. - Listens to their talk and only correct the common mistakes to encourage the Ss to speak fluently. * Post-speaking: - Ask Ss to discuss about the purposes of zoos of the new kind. - Move around to help ss if needed - Call 2 Ss to talk about their discussion. - Give feedback and correction if necessary. *Homework: - Name some animals that are in danger -Answer the question: “What should you do to protect wild animals - Look at the picture and answer. Students’ answers may be 1. It is a tiger / lion / cat. …. 2. I see it in the zoo/ on T.V/ in books……. 3. Yes, I have. / No, I have not. I like a lion / a bear / a cock. Because it is lovely / strong / beautiful……. - Read in chorus, try to guess their meanings in context - Read individually. - Copy down. - Work in pairs to discuss these statements Suggested answer: 1. We should build many zoos to raise wild animals, we can keep them from extinct…… -We should not because we cannot create a natural environment and animals will die. Animals do not have enough food and they may suffer from dangerous diseases. 2. I strongly agree that animals will die when living in the zoos because they are always facing with the sadness, lacking of food and water, dangerous diseases. - I do not think that most of the zoos are always in bad conditions. In addition, I believe that wild animals will develop well in the zoos. They will get enough food, water and even medical cares. - Ss work in pair, then compare with other pairs. - The Ss’ answers may be: 1. YES 2. YES 3.NO - Ss work in groups of four. - Some representatives report their result in front of class. Suggested answer: 1. Advantages: good care / avoiding being killed for meat / developing community. Disadvantages: not natural environment / dangerous diseases.. 2. Advantages: the help of the government, organizations……. Disadvantages: The money spent on reconstructions of the animal’s natural environment. - Work in groups to discuss about the purposes of zoos of the new kind. - 2 Ss talk about their discussion. - Take notes. IV. Feedback: Week: 22 Period: 63 Unit 10: CONSERVATION C. LISTENING I. Aims: - Students will be able to get knowledge about the causes of forest fire and know how to protect forests. II. Teaching aids: - Pictures, cassette player…………… III. Procedure: Teacher’s activities Students’ activities * Warm-up: (2mn) - Show a picture of a forest fire and asks: What do you see in the picture? Have you ever seen a forest fire / fire? What’s forest fire / fire caused by? * Pre-listening: (5mn) Pre-teach vocabulary: - destroy (v) - value (n) → valuable (adj) - awful (adj) - a forester Checking technique: R&R * While-listening: (10mn) Task 1: - Give instructions and explain - Ask Ss to work in groups reading the sentences and predict the events in right order - Ask S to listen to the tape twice and do task 1 - Call 2 Ss to write their answer on the board. - Give feedback : -Asks Ss to listen the third time. ( Teacher may let students listen 1 more time if they can’t do the task well) Task 2: (10mn) -Ask Ss to look at task 2 and guess whether the statements are true or false.( using the information they have listened from task 1) -Teacher plays the tape 2-3 times -Ask Ss to give answers and reasons for them - Give feedback: Task 3: (10mn) - Give clear instructions for task 3 and ask Ss to read the sentences. - Play tape. - Give feedback and ask Ss to listen again and check * Post-listening: (7mn) - Ask Ss to ask and answer in pairs. 1. What do campers have to remember? 2. How important is the forest in our life? - Ask Ss to work in groups to discuss and remember the causes of fire. - Move around to check. - Call some Ss to come in front of the class to classmates about the causes of forest fire. - Correct mistakes if necessary. * Homework: -Write a passage (150 words) about forest fire, which you have ever seen on TV or been told. - Answer: I see a forest fire / fire… Yes, I have. No, I have not. 3. It can be people’s carelessness, marsh gases, lightning, pollen…………… - Listen and repeat the words, try to guess their meanings - copy down - Work in groups to read through the sentences and predict the events in order - Listen and do Task 1, then compare with other groups. - 2 Ss give their answer. The rest give comments Suggested answer: 3 -2- 5- 1- 4 - Work in pairs to guess T/F. - Listen to the tape 3 times and decide T/F (individual), then compare with their partner. -Come to the board to write their answer Suggested answer: 1. F 2. F 3. T 4. F - Read the sentences and guess (pair work) - Listen and choose the sentences that they hear. - Give their answer. - listen and check. Suggested answer: 1. a 2. b 3. a - Ss practice asking and answering. 1. Campers have to put out their campfires and cover the place with earth…….. 2. It is important in our life because it supplies wood, fresh air, good soil and stops pin – prick scolding and storm…………… -Ss work in groups and discuss about the causes of fire (using the information above). - Ss tell the causes of forest fire. -Take notes. IV. Feedback: Date: Jan 4th, 2010 Group leader’s signature Week: 23 Period: 64 Unit 10: CONSERVATION D. WRITING I. Aims: - Students should show their politeness when writing a friendly letter - Students learn how to organize the content of a friendly letter II. Teaching aids: - Posters III. Procedure: Teacher’s activities Students’ activities * Warm up ( 4mm) - Stick the poster with the given words on the board and ask ss to write a complete sentence Cinema / tonight / go / like / to / you / the / would? - continue asking ss to show the purpose of expression “would you like” in the sentences above - ask Ss some questions: 1. Have you ever written a letter of invitation? On which occasions? 2. What do you often write in a letter of invitation? 3. What expressions do you write in a letter of invitation? Introduces the new lesson * Pre-writing: Task 1: (5mn) - Ask Student to look at task 1 and explains how to do this task - Have Ss work in pairs in 3mn - Go around and help Ss if necessary. - Ask some pairs to write the answer on the board and give explanation - Give feedback and correct - Stick the poster on the board and call three Ss to write the verb forms in the blanks 1. why don’t we + . . . 2. shall we + . . . 3. can you + . . . 4. Are you free + . . . 5. Would you like + . . . 6. how about + . . . 7. Do you feed like + . . . - Give feedback and explain more if necessary. Task 2: ( 5mn) - Ask Ss to read the task quickly and pick out the new words or phrases if they are difficult - Ask Ss to explain the organization of a letter of invitation. - Stick the poster on the board and ask ss to match the first half in column A with the most suitable half in column B (Students practice in pairs in 3mn) A B Can you/ why don’t we Would you like Are you free / Would you like to join us? to go to the football match tomorrow morning? / going to club afterwards? come to dinner on Saturday?/ spend some time together? - Give remarks and correct * While-writing: Task 3 ( 16 m) - Ask Ss to read the task carefully before writing. - Ask Ss which tenses are used with these adverbs of time: since, soon, now - Ask Ss to write the letter in groups (using posters) in 10 minutes - Move around and help ss if necessary * Post-writing: (13mn) - Call 3 or 4 groups to stick their posters on the board - Have Ss look at the posters and remark - May ask some more questions: How many parts are there in a friendly letter of invitation? What are they? - Explain: a letter commonly consists of 5 parts: address, greetings, body , closing, signature * Homework: ( 2mn) - Review how to write a letter of invitation - Prepare Language Focus. - close their books, look at the poster and write the sentence. Suggested sentence: Would you like to go to the cinema tonight? Students’ answer may be: people want to show their politeness - Ss’ answers may be: +Yes, I have. On my birthday/ at weekends +The content of the invitation + - Would you like . . . Go to the cinema Go for a walk How about . . .? - open their books and listen to teacher’s explanation. - do the task in pairs - Two Ss write their answer on the board. Suggested answer: ( 1. c, 2.f , 3.a, 4.g, 5.h, 6.d, 7.e, 8.b) - come to the board and fill in the blanks. Suggested answer: 1 2 + bare infinitive 3 4 + to infinitive + V.ing - Listen to teacher and copy down - Read the task quickly (individually) - Listen to the teacher’s explanation and give the structure of a letter of invitation. - Look at the poster, listen to teacher’s instruction and do the task - Write the answer on the board Suggested answer 1.c 2.a 3.b - Read the task carefully - Listen and answer: present perfect, present continuous - Work in groups of four to write the letter. - Stick the posters on the board, look at the posters, remark and correct mistakes - Ss ‘ answer may be: +There are three parts: greetings, body and signature - listen carefully and copy down. - Take notes IV. Feedback:

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